Minority Experiences and Use of Games in Education Around the World

This chapter provides an overview of minority experience and the development of gaming technology all over the world. The use of gaming for education and entertainment is not limited to the United States, but globally gaming and education is viewed positively. This positive altitude needs to be explored to develop new educative and engaging strategies for minorities. In this chapter, the authors explore the use of gaming technology in other countries of the world. The countries are Canada, Spain, the Philippines, Norway, Korea, China, and South Africa.

Socialisation of Gamification

This chapter offers an introduction to using gaming technology as a learning tool to improve retention, engagement, and motivation for the learner. We will be exploring how social/community elements are having a direct impact on enhancing positive practices through motivation techniques to challenging the learner's competence through pushing their individual abilities without them getting frustrated all the time.

Practice of educational technologies application whitnin humanitarian disciplines training at Tyumen Industrial University

This article examines the use of modern educational technologies in the practice of the branch of the Tyumen Industrial University in the city of Surgut. The purpose of the study is to determine a number of educational technologies used in the TIU branch in Surgut. The methodology included generalization of reference and scientific literature, questionnaires, qualitative and quantitative analysis. The study included three stages. At the first stage, reference and scientific literature was summarized to determine the concept and main directions of modern education technologies. At the second stage, the experience of using modern teaching technologies in the practice of TIU branch in the city of Surgut is presented. At the third stage, a survey of students was conducted in order to identify the effectiveness of the introduction of modern educational technologies into the practice of the Tyumen Industrial University. The study was carried out on the basis of the branch of Tyumen Industrial University in the city of Surgut, Khanty-Mansi Autonomous Okrug-Yugra. 70 respondents aged 18 to 22 took part in the study, of which 48 were males and 22 were females. The survey participants are various first, second and third year students. Before the survey, all students gave their verbal consent to the study, there were no people who refused to participate. After students assessed educational technologies at the university on a scale from 1 to 10, the following results were obtained: 5.7%. (4 people) of the respondents believe that all the conditions for the use of modern technologies already exist, 37.1% (26 people) rated it at 8-9 points, the majority of 52.9% (37 people) of the respondents gave a rating of 6- 7, 4.3% (3 people) gave a rating of 4-5, and none of the respondents rated the conditions for the use of modern teaching technologies at TIU as low 1-3. The number of respondents' answers in favor of each of the presented technologies was distributed as follows: 97.1% of respondents met with the design method, 84.3% with modular rating technology, 71.4% with interactive technology, 45.7% with gaming technology, 38 , 6% with the technology of problem learning, 35.7% with the technology of case learning, 20.0% with the technology of developing education. The authors came to the conclusion that among the promising technologies used in the university, it should be noted interactive (58.9%), problem-project (42.9%), modular-rating learning technologies (37.1%).

A CRITICAL FUTURE OF VIRTUAL REALITY: ALL WORK AND NO PLAY

Head-Mounted Virtual Reality (VR) is generally discussed as a gaming technology, but in this paper we argue for the greater need to take VR seriously as a general computing platform and future site for, and of, work. For Facebook (who hold a dominant 39% share of the VR market) VR is not simply a gaming device but as a new frontier for social media, framed by Zuckerberg as a “new kind of social computing platform”. In this paper we report on our research that is examining the implications of VR as (1) a technology being introduced into workplaces; as (2) a possible site for existing forms of labour, in technologies like Infinite Office; and as (3) a platform for transformed and new kinds of labour, such as remote work via telepresence. We identify concerning issues of algorithmic discrimination, exascberated by a prevailing 'fantasy of perfect data' with VR, with serious consequences in the context of productivity tracking and analytics, and the further expansion of the gig economy into new domains.

Racing in the Dark: Exploring Accessible Virtual Reality by Developing a Racing Game for People who are Blind

Video games are popular leisure and social activities; however, they often present accessibility issues for the community of gamers who are blind. While gaming technology has evolved, people who are blind still have limited access to commercially available accessible video games. Current accessible games tend to focus on auditory information to play, and none are available in virtual reality (VR). Accessible, fast-paced games have the development challenge of providing players useful information in time to make split-second decisions. We developed Racing in the Dark, a fast-paced, accessible VR racing game for the Oculus Quest, exploring commercial VR interfaces to provide this critical information. By leveraging the Quest’s built-in haptic, tracking, auditory, and voice systems, we provide players with a non-visual car racing experience. This work aims to offer insight into the process of developing accessible VR games for gamers who are blind through the implementation of Racing in the Dark.

Developing a Computer Simulation Game as a Training Tool for Mine Self-Escape in Underground Coal Mine

– Gaming technology has been growing these years rapidly. The game engines have the capability of creating a very realistic virtual environment model. This technology can also be used for mining purposes. In this research, the game engine is specifically used to develop a mine self-escape simulation game for training purposes. The game engine which is used to develop the simulation game is Unreal Engine 3. The main advantage of using such a simulation game as a training tool is because it allows the trainee to experience a dangerous situation while not being put in danger. This kind of training is considered better than conventional briefing, normally conducted by showing a video or pamphlet. Studies have shown that people retain more information when they are involved interactively in the learning process. In this research, a computer simulation game as a training tool for underground coal mine self-escaped has been successfully created using fire scenarios. The player/trainee should follow some procedures to get to the safety zone